Tree Research presentation

UK, Newcastle, 07-10.04.2014
Country Research Presentations

 1965, Bangkok Conference - the introduction of the concept of
environmental education;
 1972, Stockholm - a document of the UN Conference, introduce
the necessity to protect the environment arose as a means to
assure progress and development to the future generations;
 1977, Tbilisi - First International Conference on Environmental
Education sets the strategic importance of environmental
education and defines the theoretical paradigms of the
discipline;
 1987, Moscow - the UNESP-UNESCO Congress, confirms that
environmental education should be oriented to the practical
problems of the human environment in an interdisciplinary
perspective;
 1988, UE deals with the themes of environmental education with
the Decision of 24th of May, integrating environmental education
within all the sectors and activity programs, identified as primary;
Historical overview… 1/2

1992, the UN conference on “Environment and Development”, held in Rio de Janeiro
(Earth Summit) and the World Congress of Toronto, for the environmental education
and the communication on environment and development, draw up the document of
“Agenda 21”
In chapter 36 of the Agenda 21, EE is established as an instrument for the sustainable
development promotion.
1997, the European Commission Working Group produced the text "Environmental
Education in the European Union" which is a guide on what has been achieved so far
in the EU and gives guidance about methods used and on how EE is incorporated in
national educational systems.
1992, the Rio Conference produced officially 5 agreements:
Agenda 21, Rio’s Declaration, the Forest Principles, the Framework Convention on
Climate Change and the Convention on Biological Diversity.
Ten years later Rio’s Conference, the first great official continuation of the Earth
Summit was organised in 2002 at Johannesburg, South Africa: the World Summit on
Sustainable Development, more commonly known as Rio+10.
In 2012, 20 years after Rio, it was organised World Conference of the United Nations on
Sustainable Development, known as “Rio+20”
Historical overview… 2/2

DENMARK
Syddansk Erhvervsskole
Key points
 The Danish Ministry of Climate and Energy is responsible for national and
international efforts to prevent climate change;
 The ministry was created in 2007 as a part of the Danish government's
increased efforts to promote a greener and more sustainable society.
 Governmental goal: Denmark to becomes independent of fossil fuels.
 Aims to achieve by 2025: doubling renewable energy's share of overall energy
consumption, increasing efficiency and a doubling of public funding of
renewable energy technology.
 The Ministry of Climate and Energy is ensuring that Denmark contributes to
global efforts to reduce CO2 emissions.
The illustration of institutions and the information about the Ministry of Climate and Energy is from the official website:
http://www.kebmin.dk/en

 Study about the supply and demand for candidates at all
educational levels within the clean technology sector;
 Published: 2011 by the Ministry of Climate and Energy in
collaboration with the Ministry of Higher Education and Science;
 Performed by the independent consultant company Brøndum &
Fliess. http://www.broendum-fliess.dk/forside
 A significant lack of candidates with the educational background
and competence required by cleantech companies.
 The shortage is of candidates with a technical education from any
level of the educational system.
 Needs in technological areas: Biomass energy,Wind energy, Smart
Grid, and Smart Buildings.
DENMARK
A NEED FOR QUALIFIED STAFF INTHE CLEAN
TECHNOLOGY SECTOR

Ministry of Climate and Energy’s website has a webpage called “Undervisning” –
“Education” - In an effort to inspire new generations to choose an education and a
career within the sectors of clean industry, renewables and smart tech.
Environmental education – national framework for Upper Secondary Education:
This level of education typically begins at the end of full-time compulsory
education – Ministry of Education (see website)
In Denmark, this level divides into:
1. General education qualifying for access to higher education;
2. Vocational or technical education qualifying primarily for access to the labour
market
DENMARK

For the 16-19-year-olds and comprises:
1) The general upper secondary education provision of the Gymnasium:
 the higher preparatory examination or HF-programme;
 the higher commercial examination or HHX-programme;
 the higher technical examination or HTX-programme;
2) the vocational education and training programmes
 the basic social and health training programmes etc.”
http://eng.uvm.dk/Education/Upper-Secondary-Education
DENMARK

The NTS centres - is a national initiative trying to increase young people’s interest in
education in natural science and health;
 On April 21 in 2009, the Danish Parliament adopted Bill L143 - thereby creating the
basis for the National Centre for Science Education, Denmark.
 report “A common boost”
NTS - strategy with three main objectives. http://nts-centeret.dk/eu
Development of systematic knowledge;
Improving the scientific dimension of the general education of all children and young
people
Supporting the development of knowledge environments with special competences
in science, technology and health
DENMARK

The Ecolarium – a knowledge and learning NTS centre in Vejle, Denmark;
http://en.okolariet.dk
 Municipality of Vejle to the Agenda 21 plan - Rio-92
 The Ecolarium is an official knowledge and educational activity centre (VPAC)
- economical support from the Ministry of Education.
 The teaching events and materials are divided into the following target
groups: kindergarten (3-6 years of age), up to 3rd grade, 4th to 6th grade, 7th to
10th grade, and upper secondary school;
http://en.okolariet.dk/exibitions
DENMARK

HUNGARY
NORTH MATRA ENVIRONMENTAL PROTECTION ASSOCIATION
Key points
 April 1988 Environmental Protection andWater Management Ministry
 12 regional Environmental Protection Agencies
 Strategy and regulations - Ministry is responsible
 Implementation, consultations,legislation and co-financing- local
governments are responsible
 The Economic interest group and civil organizations intensively
participate in the rule making process.
 By 2002 Hungary has adopted most of the EU’s environmental regulations
and norms.
 According to the Act on Public Education from 1993 all Hungarian public
educational institutions must expend the local pedagogical programme by a
local strategy for school based environmental and health education.

 Mid-term Strategy for Public Education, issued by the Ministry of
Education in 2004
 The National Core Programme of Pre-Primary Education (1999) laid
down the foundations of a differentiated and decentralized pre-school
education.
 A great number of kindergartens tackle environmental protection
and natural conservation as a priority in their educational
programmes. Forest-based pre-school educational methods are
popular but not widespread
HUNGARY
Strategyes and programmes…

 The so-called “green kindergartens” participate actively in public calls for
proposals on environmental education and their teachers regularly organize
extracurricular activities such as special days to celebrate the Earth,Animals,
Water, etc...
 There are several strengths and weaknesses observable in the provision of
environmental education. In pre-school education this form of activity starts with
the creation of a timetable and covers the formation of environment-awareness.
In the routine of every day kindergarten education there are effective ways of
establishing positive attitudes to cherish nature.
 At school level environmental education usually takes place in the classes of
science subjects The lack of funding and insufficient teacher training is
general obstacles to successful environmental education.
 No separate school subject definition it is realized mainly in other subjects or
in extracurricular teaching situations.
HUNGARY
Strategyes and programmes…

ITALY
Ulixes scs
The national framework
 EE is not the mere study of natural environment, but must be the trigger to
change individual and common attitudes and behaviours
 SSE is not focused on environment only, but also on economy
(consumption, poverty, north and south of the world) and on society
(rights, peace, health, cultural diversities). SSE is a lifelong process.
 Since long time Italy has counted on a huge amount of documents on
EE, appeared in the circular n. 149/1996 (La Ferla) of the Ministry of
Education, where EE was proposed as a link between nature and culture
 In Fiuggi, in 1997, the Ministries of Environment and Education developed
the "Charter of Principles for Environmental Education" which is the first
document of its kind produced in Italy. The Charter proposes guidelines
for research, consideration and comparison, highlighting the importance
of diffusion, qualification and socialization of public choices aimed at
sustainable development. Not least, it is integrated with the renewal
process of the educational facilities of the training system.

Educational initiatives
 In cooperation with the Ministries of Environment and of Education,
some initiatives have been applied in the school field.
 The “Guidelines for EE and sustainable development” have been sent
to schools in order to promote EE and sustainable consumption
among the young. This project is integrated in the new school
subject "Citizenship and Constitution”.
 Two contests are linked to these guidelines.
- The first, "Things change if...", is dedicated to childhood and
elementary schools and will collect, within a publication, ideas of
environmental protection proposed by children through posters,
photos and drawings.
- The second, “School, Environment and Legality”, focuses on the
realisation, carried out by children, of a communication campaign
on recycle, sustainable consumption and fight against eco-mafias.
ITALY
Ulixes scs

National system I.N.F.E.A.
The program INFEA (Information Environmental Education) was
created by the Ministry of Environment, with the aim to spread,
throughout the territory, information, training and EE structures. INFEA
is an open and dynamic integration of systems, on a regional scale.
The regional Administration fulfils a role of listening, proposal and
coordination, promoting in this way a continuous dialogue in the field
of EE. Through a financial support, INFEA contributed to the diffusion of
structures and tools on the national area, with the aim to assist and
strengthen the role of Regions and to address the actions towards the
establishment of a National System for environmental Education,
Information and Training.
Therefore, the State, the Regions and the autonomous Provinces will
work together on programs planned and subsidized with European,
national and regional resources, aiming at launching and improving
the National System INFEA and its role on the territory. The task is the
strengthen and development of their a joined action oriented to EE
and sustainable development.
ITALY
Ulixes scs

PORTUGAL
MONTE, Desenvolvimento Alentejo Central ACE (PT)
The history
 Environmental Education (EE) emerged in Portugal as an organized
field about 40 years ago.
 1986
- Portugal entry to the European Economic Community
- Basic Law for the school system
- The National Institute for the Environment
 1987
- The beginning of the Fourth Environmental Action Programme
/1987 - 1992/
 1988
- The adoption of the European Resolution on EE
 april 1987
- The Law for the regulation of Environmental Protection
Associations
 april 1987
- The Law in the Environment

 1990
- Ministry of Environment and Natural Resources
 Important changes in school curricula were confirmed by the Basic
Law for the School System, while a specific governmental
organization devoted to environmental information and education
was created - the National Institute for the Environment. With the
financial support and patronage of the Commission of the
European Communities, the European Blue Flag Campaign was
launched in 1987, during the European Year of the Environment.
 Initiatives from both education and environment reached a
highpoint by the mid-1990s,
 The training of school teachers
 1990 the Portuguese Association for Environmental Education.
PORTUGAL

The Educational System
 The last report published from Eco-Schools (2011/2012) in
Portugal tells us that:
- the number of registered schools decreased from 1515
schools in 2011 to 1 443 schools in 2012;
- 85% of the registered schools completed the program
successfully being awarded the Green Flag;
 After one year of implementing the Programme and
reaching a high level of performance in complying with
seven steps, among other mandatory criteria, Schools are
then awarded the Green Flag.
(http://www.eco-schools.org/menu/process/seven-steps)
 Eco-Schools currently covers all levels of education from pre-
school, including even one establishment of higher education;
 In Portugal, local and regional authorities are included in the
preparation of national sustainable development strategies. The
regional framework is mainly guided by Local Agenda 21 and
the Educational Letter of Évora’s Municipality.
PORTUGAL

ROMANIA
Scoala cu calsele I-VIII ”Nicolae Velea”Cepari
 The profound political changes after December 1989, particularly
access to information that was outside the public domain during the
communist regime, considerably expanded the interest in such
matters among the public opinion and the media.
 lot of non-governmental organisations and even political parties with
an environmental agenda came into being within a short period of
time, mirroring the initiatives that had long been functional in
Western Europe.
 Institutions dedicated to environmental concerns were created
within the executive and legislative structures (ministry, parliamentary
committees), and the first acts of primary and secondary
environmental legislation were adopted.
Sustainable Development Strategy

ROMANIA
Scoala cu calsele I-VIII ”Nicolae Velea”Cepari

TURKEY
Malatya Province Directorate of National Education
9/8/1983 - Date of ratification of the Environmental Law
The objective of this Law is:
 to protect and improve the environment which is the common asset
of all citizens;
 make better use of, and preserve land and natural resources in rural
and urban areas;
 prevent water, land and air pollution;
 by preserving the country's vegetative and livestock assets and
natural and historical richness, organize all arrangements and
precautions for improving and securing health, civilization and life
conditions of present and future generations in conformity with
economical and social development objectives, and based on
certain legal and technical principles.

The educational system
 Since 2013, educational and awareness-raising activities about the
separate collection and recycling of waste vegetable oil have been
carried out.
 Trainings are being organized mainly at pre-schools,
primary,secondary, adult learning and at sectoral level.
 Programs are being held about the importance of separation waste
batteries from other waste collection and disposal.
 Trainings and campaigns are organized by the Municipality of
Malatya and the cooperation with Malatya Provincial Directorate of
National Education.The trainings and the campaigns are caried out
together.
TURKEY

 Educational activities are more important than environmental
protection activities about the issue “Sustainable Environment for
Sustainable Development ”
 It is aimed to be permanent of those activities that are organized
short-term,mid and long-term
 In this context, trainings are being organized mainly at pre-schools,
primary,secondary, adult learning and at sectoral level. In the
housing areas, trainings about the importance of recycling and the
disposal of packaging waste. It is aimed to result successfully in the
long-term. Raising awareness activities with the common sense will
help to reach the goal.
TURKEY

UNITED KINGDOM
The Environmental Academy Ltd
 Part 1: Framework for Environmental Education within the UK
 Section 1: National Framework for Formal Education in the context of
"Environment“
 Education for Sustainable Development (ESD)
 Responsible bodies: The Department for Education and the Department for Business,
Innovation and Skills and Las;
 EDUCATION SYSTEM:
 Nursery (ages 3–4)
 Primary education (ages 4–11),
 Secondary education (ages 11–18)
 Tertiary education (ages 18+):

EDUCATION SYSTEM:
COMPULSORY
Full-time education for all children aged between 5 and 16;
HIGHER EDUCATION
UNITED KINGDOM

 Bachelor's Degree - three-year;
 Master's Degrees - Postgraduate degrees include, either
taught or by research;
 Doctorate, a research degree that usually takes at least
three years;
Universities require a Royal Charter in order to issue degrees,
and all but one is financed by the state via tuition fees, which
have increased for both UK and European Union students.
 ESD for Sustainable future
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/69412/pb10589-securing-the-
future-050307.pdf
http://www.unesco.org.uk/uploads/Brief%209%20ESD%20March%202013.pdf
UNITED KINGDOM

Sustainable Schools Framework
 Sustainability and Environmental Education (SEEd)
 The Sustainable Schools Alliance
 Eco-schools (see case study in Part 2)
 The Environmental Association of Universities and Colleges
(EAUC)
 The Higher Education Academy (HEA)
 Research by the National Union of Students
 The English University Funding Council (HEFCE)
 The Learning and Skills Improvement Service (LSIS)
 Post-16 sector (FE colleges and work-based learning)
UNITED KINGDOM

NON-FORMAL EDUCATION FOR SUSTAINABLE
DEVELOPMENT3:
 Schools expose young minds to ideas and skills that may
prepare them for roles as future citizens.
 HE and FE can contribute through their close links with
employers and the professions, and a specialist focus on
employment-related education and training.
 Community-based ESD activity can be crucial in making a
difference to people’s lives.
 However, the report suggests that none of this is yet done
methodically or effectively.
http://www.unesco.org.uk/uploads/Brief%209%20ESD%20March%202013.pdf
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/ESD-guidance-consultation.pdf
UNITED KINGDOM

BULGARIA
Association "Social center Burgas"
The National framework
 Bulgaria's European future is impossible without raising ecological
culture of population, especially adolescents.
 In Bulgaria state policy for environmental protection is done by the
Minister of Environment and Water.
 Since 1976 we have a Committee for Environmental Protection,
which is part from the Council of Ministers
 1990 - Committee for Environmental Protection is transformed to the
Ministry of the environment
 1997 - Ministry of Environment changed its name to the Ministry of
Environment and Water
 2002 - LAW FOR THE ENVIRONMENTAL PROTECTION This Act regulates
the protection of the environment for present and future generations
and the protection of human health.

 In connection with the Environment Education, Ministry of
Environment and Water announced a competition on the theme “I
love nature - and I participate" in a national campaign for clean
environment in which projects involving schools and kindergartens.
BULGARIA

BULGARIA
EE in curricula of the Bulgarian schools
 Pre-school education /for children 5-6 years old/, educational
subjects "Guidance in the social world" and "Guidance in nature“
 Primary school /from 1st to 4th class/ environmental education is
practiced mainly in subjects 'Around the world' /2 class/ and "Man
and Nature" - /3rd and 4th class/
 In the lower secondary school education /from 5 to 8 class/ study
subject: "Man and Nature" /5 and 6 class/ "Chemistry and
Environmental Protection" and "Biology and Health Education" /7 and
8th class/
 In the secondary stage of schooling /from 9 to 12 class/ EE is
widespread, by subjects 'Biology and Health Education", "Chemistry
and Environmental Protection“, Physics and Astronomy”,
"Geography“
 Except through these topics EE is present in all stages and levels in
the school with separate topics in other subjects.

University education in "Ecology and Environmental
Protection" ,Qualification degree “’bachelor”
Municipal Children’s Complex - Burgas is servicing
extracurricular units in the education system and it is
carried out specific educational process, with
children 6 to 20 years- “School of Ecology”
Many different competitions stimulating children's
creativity dedicated to Earth Day, Earth Hour, Day
of the woods and others.
So-called "Forest or green school" - delivering the
learning process outside the classroom, somewhere
in the mountains.
BULGARIA

Conclusion:
… more similarities than differences between countries
 a huge amount of documents concerning the EE in every country;
 similar situation in the countries from Eastern Europe - serious
development of EE after the political changes in 1989;
 important role of NGOs;
 The EE is not only studying about how to protect nature but it is for
sustainable development of the society

Chanllenges …
 Environmental education was ground to
educational innovation. How environmental
education may still be opportunity for
innovation in terms of methodology and
educational?
 Proposal 1: Establishing minimum ‘standards’
& guidelines
 Proposal 2: create a shared and easy system
for exchange of experiences, innovative
projects and other data

Some children’s drowings from different contests
dedicated to the Envoronment protection

Let us learn to keep our planet!

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